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LOST opportunities : learning in out-of-school time

作者: Bronwyn Bevan; et al
出版商: Dordrecht ; New York : Springer, ©2013.
叢書: Explorations of educational purpose, v.23.
版本/格式:   電子書 : 文獻 : 英語所有版本和格式的總覽
資料庫:WorldCat
提要:
Learning in informal settings is attracting growing attention from policymakers and researchers, yet there remains, at the moment, a dearth of literature on the topic. Thus this volume, which examines how science and mathematics are experienced in everyday and out-of-school-time (OST) settings, makes an important contribution to the field of the learning sciences. Conducting research on OST learning requires us to  再讀一些...
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類型/形式: Electronic books
資料類型: 文獻, 網際網路資源
文件類型: 網路資源, 電腦資料
所有的作者/貢獻者: Bronwyn Bevan; et al
ISBN: 9789400743045 9400743041
OCLC系統控制編碼: 804847499
描述: 1 online resource.
内容: Part 1. Introduction: What Counts as Math and Science? / Reed Stevens --
Math I Am: What We Learn from Stories That People Tell About Math in Their Lives / Indigo Esmonde, Kristen Pilner Blair, Shelley Goldman, Lee Martin and Osvaldo Jimenez, et al. --
What Counts as Science in Everyday and Family Interactions? / Maureen Callanan, Megan Luce, Lara Triona, Jennifer Rigney and Deborah Siegel, et al. --
What Counts as Mathematics When "We All Use Math Every Day"? A Look at NUMB3RS / Indigo Esmonde --
What Counts Too Much and Too Little as Math / Reed Stevens --
When Is Mathematics, and Who Says So?: A Commentary on Part I / Ray McDermott. Part 2. Introduction: Understanding How and Why People Learn Across Settings as an Educational Equity Strategy / Philip Bell --
Creating Within and Across Life Spaces: The Role of a Computer Clubhouse in a Child's Learning Ecology / Brigid Barron, Susie Wise and Caitlin K. Martin --
Discovering and Supporting Successful Learning Pathways of Youth In and Out of School: Accounting for the Development of Everyday Expertise Across Settings / Philip Bell, Leah Bricker, Suzanne Reeve, Heather Toomey Zimmerman and Carrie Tzou --
Doing Science with Others at Preschool and at Home: A Comparison of Contextually Situated Interactional Configurations and Their Implications for Learning / Siri Mehus, Reed Stevens and Linda Grigholm --
Shifting Languages, Spaces, and Learner Identities: Learning Mathematics After School / Aria Razfar --
Expanding Methodologies to Account for Expansive Views of Learning: A Commentary on Part II / Kris D. Gutiérrez. Part 3. Introduction: STEM in the Organized Out-of-School Time Setting / Bronwyn Bevan --
Out-of-School Time STEM: It's Not What You Think / Bronwyn Bevan and Vera Michalchik --
Examining Youth's Mathematics Practices in an After-School Robotics Team / John Y. Baker, Janine T. Remillard and Vivian Lim --
After-School: An Innovative Model to Better Understand the Mathematics Learning of Latinas/os / Lena Licón Khisty and Craig Joseph Willey --
Teacher Development in After-School Mathematics Contexts: Insights from Projects that Capitalize on Latinas/os' Linguistic and Cultural Resources / Eugenia Vomvoridi-Ivanović, Maura Varley Gutiérrez, Gabriel Viego, Ksenija Simić-Muller and Lena Licón Khisty --
How Hands-On Implicitly Informs "What Counts" as Science / Rhiannon Crain, Molly Loomis and Rodney T. Ogawa --
Thoughts on Science Education During the After-School Hours: A Commentry on Part III / Michael Cole.
叢書名: Explorations of educational purpose, v.23.
責任: Bronwyn Bevan...[et al.], editors.
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Examining ways that science and mathematics are experienced in everyday and out-of-school-time (OST) settings, this book contributes to the learning sciences and helps to shows how OST programs can  再讀一些...

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From the reviews: "LOST Opportunities is a volume of work focusing on the learning of mathematics and science that takes place outside of school. ... the book offers some exciting agendas for future 再讀一些...

 
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schema:description"Learning in informal settings is attracting growing attention from policymakers and researchers, yet there remains, at the moment, a dearth of literature on the topic. Thus this volume, which examines how science and mathematics are experienced in everyday and out-of-school-time (OST) settings, makes an important contribution to the field of the learning sciences. Conducting research on OST learning requires us to broaden and deepen our conceptions of learning as well as to better identify the unique and common qualities of different learning settings. We must also find better ways to analyze the interplay between OST and school-based learning.In this volume, scholars develop theoretical structures that are useful not only for understanding learning processes, but also for helping to create and support new opportunities for learning, whether they are in or out of school, or bridging a range of settings. The chapters in this volume include studies of everyday and situated processes that facilitate science and mathematics learning. They also feature new theoretical and empirical frameworks for studying learning pathways that span both in- and out-of-school time and settings. Contributors also examine structured OST programs in which everyday and situated modes of learning are leveraged in support of more disciplined practices and conceptions of science and mathematics. Fortifying much of this work is a leading focus on educational equity--a desire to foster more socially supportive and intellectually engaging science and mathematics learning opportunities for youth from historically non-dominant communities. Full of compelling examples and revealing analysis, this book is a vital addition to the literature on a subject with a fast-rising profile.I believe that the studies represented in this volume will move our work forward as we seek to understand better which social ecologies support -- indeed, ratchet up -- learning and give meaning for youth, especially those from non-dominant communities. Kris Gutiérrez, University of Colorado at BoulderFor someone who has long been interested in afterschool educational activities as a promising supplement to formal, in-school education, this book provides rich opportunities to think about the promise and the problems that such programs offer to those concerned with the infusion of science into the learning and development of their participants. Mike Cole, University of California, San Diego"
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